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6.
Negroes don't want tc participate in government (why can't they
participate in the South)
7. Negroes are lazy
8. Negroes only do menial work
Why are these myths started?
Discuss how one's self-image, motivation and achievement are
effected by low-expectations.
Example: how do you feel in school when the teacher calls you "stupid
What about movies: Are Negroes usually depicted as domestics, why?
Are Indians usually the "bad guys", why?
What effects do these myths that ire taught in the schools and
thbou^h the mass media have on Negroes and others?
IV. Power Structure
Attempt to develop concept of "political power". To create an
awareness that some people profit by the pain of others or by
misleading others, and that some people make decisions which
profoundly effect others (bare power)
•
Myths have taught us to believe we are stupid and inferior and that
we have made no contributions to our society. Why do schools teach .
this and who profits from these lies?
Questions:
1. If a white man kills a Negro
2. If a policeman beats a Negro for demonstrating
3. If a policeman beats a white man for demonstrating
U. If Negroes are refused the vote
5. If Negroes try to integrate a school
6. If Negroes get paid less money for the same work whites do
7. If the U.S. invades another country
8. If white workers want to start a union
9. If U.S. businessmen support South Africa?
■
To be-in to understand who profits from these lies, start discussing their town.
Who makes money when Negroes r,et paid less than white people?
(white farmer paying Negroes $3 for picking bales of cotton a day)
Or what happens when industry comes to town and wants to have
a cheap labor force.
Concerning votinp: Would you vote for a man who made laws that
paid you less that white people earn?
'.
Concept: Poor whites suffer from myths too
Why don't poor whites support unions?
Concept: Police work for the power structure and enforce the
statue-quo.
i

This folder opens with the familiar COFO memo for freedom school teachers entitled "Overview of Freedom Schools." There's a memo and survey about freedom schools and whether COFO staff know of buildings in their Mississippi communities that might be available for that purpose; a list of school supplies to be provided by freedom school teachers; and a rough outline of freedom school curricula. The 1964 Platform of the Mississippi Freedom School Convention is also here. Also in this folder are: an article on freedom schools by Liz Fusco. "Overview of Freedom Schools II." A passionate document called "Mississippi Freedom Schools." A list of questions (and answers) raised at the Mississippi Freedom School Convention (?) about freedom schools. A lengthy "Summary of Freedom Summer Curriculum." A list of materials needed for the Mississippi Summer Project. And "Notes on Teaching in Mississippi": advice from Jane Stembridge, Charlie Cobb, Mendy Samstein, and Noel Day.

Copyright to these documents belongs to the individuals who created them or the organizations for which they worked. The principal organizations have been defunct for many years and copyright to their unpublished records is uncertain. We share them here strictly for non-profit educational purposes. We have attempted to contact individuals who created personal papers of significant length or importance. Nearly all have generously permitted us to include their work. If you believe that you possess copyright to material included here, please contact us at asklibrary@wisconsinhistory.org. Under the fair use provisions of the U.S. copyright law, teachers and students are free to reproduce any document for nonprofit classroom use. Commercial use of copyright-protected material is generally prohibited.

6.
Negroes don't want tc participate in government (why can't they
participate in the South)
7. Negroes are lazy
8. Negroes only do menial work
Why are these myths started?
Discuss how one's self-image, motivation and achievement are
effected by low-expectations.
Example: how do you feel in school when the teacher calls you "stupid
What about movies: Are Negroes usually depicted as domestics, why?
Are Indians usually the "bad guys", why?
What effects do these myths that ire taught in the schools and
thbou^h the mass media have on Negroes and others?
IV. Power Structure
Attempt to develop concept of "political power". To create an
awareness that some people profit by the pain of others or by
misleading others, and that some people make decisions which
profoundly effect others (bare power)
•
Myths have taught us to believe we are stupid and inferior and that
we have made no contributions to our society. Why do schools teach .
this and who profits from these lies?
Questions:
1. If a white man kills a Negro
2. If a policeman beats a Negro for demonstrating
3. If a policeman beats a white man for demonstrating
U. If Negroes are refused the vote
5. If Negroes try to integrate a school
6. If Negroes get paid less money for the same work whites do
7. If the U.S. invades another country
8. If white workers want to start a union
9. If U.S. businessmen support South Africa?
■
To be-in to understand who profits from these lies, start discussing their town.
Who makes money when Negroes r,et paid less than white people?
(white farmer paying Negroes $3 for picking bales of cotton a day)
Or what happens when industry comes to town and wants to have
a cheap labor force.
Concerning votinp: Would you vote for a man who made laws that
paid you less that white people earn?
'.
Concept: Poor whites suffer from myths too
Why don't poor whites support unions?
Concept: Police work for the power structure and enforce the
statue-quo.
i

Copyright to these documents belongs to the individuals who created them or the organizations for which they worked. The principal organizations have been defunct for many years and copyright to their unpublished records is uncertain. We share them here strictly for non-profit educational purposes. We have attempted to contact individuals who created personal papers of significant length or importance. Nearly all have generously permitted us to include their work. If you believe that you possess copyright to material included here, please contact us at asklibrary@wisconsinhistory.org. Under the fair use provisions of the U.S. copyright law, teachers and students are free to reproduce any document for nonprofit classroom use. Commercial use of copyright-protected material is generally prohibited.